This investigation was concerned with the use of metaphors in architectural design education. Reasoning by means of metaphors helps to understand a design situation in terms of a remote concept normally not associated with it. By juxtaposing the known with the unknown in an unusual way, metaphors can enhance design problem solving. The goal of this study was to research empirically the use of metaphors in the design studio as perceived by students. By analyzing relations between metaphorical reasoning and design, we explored metaphor factors that have a major contribution to the design process. Results showed that "Restructuring design problems" and "Delving into design solutions" are the main factors of design problem solving. Furthermore, "Innovative design based on personal beliefs" and "Analysis and reflection on design problems" are the two factors associated with metaphor use. The latter was found to be a significant predictor with a contribution to "Restructuring of design problems". Findings have implications for design education, particularly for intervention programs that seek to improve reasoning and reflection skills in the architectural design studio.